Luthe has contended that autogenic training "promotes processes of self-regulatory re-adjustment for a variety of disturbed autonomic functions" (Luthe, 1970, p. 125). To test the hypothesis that this re-adjustment would be expressed in a convergence of bilateral differences in autonomic variables during or after autogenic training, 12 subjects were exposed to a modified autogenic training protocol in a within Subjects design which contrasted three periods: pre-relaxation arousal, autogenic relaxation, and post-relaxation arousal. There was no convergence between left and right measures of skin conductance, pulse volume, or skin temperature either during or after autogenic training. There were no left-right differences in the variables measured bilaterally, either across subjects in any period or across periods. Conductance, heart rate, and self-reported arousal were reduced, temperature was increased, and pulse volume was unaffected by the autogenic training. The results supported Lacey's (1967) conception of the autonomic nervous system being a multidimensional set of loosely connected, complexly interacting systems.

No description available.

Thesis submitted to the FACULTY OF ARTS UNIVERSITY OF ZULULAND in partial fulfilment of the requirements for the MASTER OF ARTS DEGREE IN PSYCHOLOGY (COUNSELLING), 2006. / The present study investigated the effectiveness of Autogenic Training (AT), a relaxation technique, as a preventive measure against anxiety and as a technique to promote psychological well-being among students from the University of Zululand. Previous studies have shown that anxiety was prevalent among students on this campus. It was hypothesised that AT would decrease anxiety and increase psychological well-being. A convenience sample and matched group design was used and it included an experimental group and a control group. The experimental group consisted of 11 postgraduate psychology students who received AT weekly for a period of 10 weeks. The control group comprised of a friend of each participant in the experimental group. Questionnaires, the Beck Anxiety Inventory and the Scales of Psychological Weil-being, were administered to both groups prior to and immediately after the 10 weeks intervention. At the end of the study, participants from the experimental group were asked about their subjective experiences of AT and its benefits. The impact of AT was assessed by the difference in anxiety levels and psychological well-being before and after the intervention. Data from the questionnaires were analysed quantitatively using the Statistical Package for the Social Sciences (SPSS). Participants' evaluations of their subjective experiences of AT were studied qualitatively. The results of the study showed a significant reduction in anxiety within the experimental group over time. In addition, there were significant increases in Total psychological well-being and Environmental Mastery within the same group over time. On the other hand, between groups comparisons indicated that the participants receiving AT showed a statistically significant improvement in the subscale Positive Relations With Others. The experimental group also reported additional benefits. These included improved sleep, a feeling of being in control, increased energy levels, clarity of thoughts, better control over emotions, deeper relaxation and improved self-awareness. This study suggests AT as an effective self-help tool and coping mechanism. It is strongly recommended that the students and people in general make AT part of their mental health promotion life-style and use it to ward off anxiety.

No description available.

Thesis (Psy. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 75-80).

No description available.

The purpose of this research was to describe the use of autohypnosis as a psychotherapeutic intervention with hearing impaired college students specific to four clinical questions: A. Are hearing impaired persons susceptible to hypnosis? B. Can written hypnotic induction be used to introduce hearing impaired persons to relaxation technics? C. Can hearing impaired persons use autohypnosis to achieve a state of relaxation? D. While in a hypnotic state of relaxation can a hearing impaired subject engage in a predetermined fantasy?Eight oral hearing impaired undergraduates, between 18-22 years old, for eight consecutive days completed questionnaires germane to their use of hypnosis. Sixty four questionnaires were submitted to data analysis. Each subject's response as to perceived state of hypnosis was cross-tabulated with: five nonhypnotic state indicators;the amount of time displacement reported per hypnotic session; and three outcome indicators of subject having engaged in predetermined fantasy. The total absolute frequency of incidence(s) of hypnosis having occurred was calculated to be 49 out of 64 reported attempts. The relative frequency percentage was calculated as 75.6% which was interpreted as a descriptive indicator that oral hearing impaired persons utilizing a written autohypnotic technic are susceptible to and can induce, for self, a hypnotic state of relaxation. Additionally it was interpreted that for oral hearing impaired persons the induction technic does not have to deviate extensively from the traditional autohypnotic technic(s) used by (for) aural populations.The findings of this study were limited to the described sample, conditions, time frame and measurement instrument. However, from the 75.6% positive response to the clinical questions it was inferred that the overall outcome of the study was positive. Future research might affirm the appropriateness of autohypnotic relaxation therapy as a possible service to the deaf consumer of psychological counseling.

M.A. / In social work, the focus is on the care for others, but the issue of self-care is neglected. There is no internship requirements for students to learn about selfcare and the consequences that a lack of self-care behaviours will have on them personally and professionally. This research study had the dual purpose of teaching social work honours students Autogenic Training (AT) as a practical method of self-care and to measure and evaluate the personal and professional value of AT for them. Autogenic training is a deep relaxation technique with an autonomic and cognitive focus, and formed the basis of the self-care programme that was presented in 10 weekly sessions. An availability sample was used, and a combined quantitativequalitative approach adopted, by using a pre-test post-test group design. A validated self-report instrument was used to measure the impact on somatic, behavioural and cognitive anxiety symptoms, while a phenomenological enquiry was used to evaluate the personal meanings and experiences of the students as a result of engaging with this programme. The high drop-out rate reflected poorly on the overall results of the self-report instrument, however, the programme proved to be a successful psychosocial intervention, as it impacted positively on the students’ physical and emotional awareness, the awareness of the impact of their past and current traumatic stresses on their physical, mental and emotional functioning, and an awareness of self-care needs. They also learned and mastered an effective stress management skill, and participation in the group was valued by the students for the emotional support it provided to help them cope with their current stresses more effectively. An experiential self-care programme could be a beneficial component of the curriculum. Future research should involve such studies as part of the curriculum to allow sufficiently sized samples and prevent the high drop-out rate.

Thesis (M.S.)--University of Michigan, 1984.